Student Centered & common Core Ancient Egypt … Ancient Egypt Reading Stations with Activity Options & Common Core Questions Student Centered & common Core Ancient Egypt ... Jigsaw

6 Ancient Egypt

Reading Stations with

Activity Options & Common

Core Questions

Student

Centered

& common

Core

Ancient EgyptAncient EgyptAncient Egypt StationsStationsStations

Includes: 6 Reading Stations,

Printable Common Core

Questions, Station Signs &

Teacher Instructions

Student

Centered

& common

Core

This activity is designed for students to investigate different aspects of Ancient Greece by

reading and extracting important information. Students answer questions on the bottom of

each station reading on their own paper. Consider instructing the students to write the name

of the station at the top of each question set for quick reference.

Some ideas for setting up stations:

1. Stations Option- Arrange desks so there are seven stations. Place resources on each

station (you may want to make enough copies, so each student has a page). Students

read and answer questions in groups at the rate of about six minutes per station.

Students switch stations after six minutes. It helps to pre-determine the order of station

progression, so there is an even amount of students at each station, and so there is less

confusion when students are told to switch stations. Consider if skipping ahead is

acceptable (I often do not allow it, so it is less competitive to finish).

2. Task Card Option- Copy several copies of each station and place the resources at a central

spot in your room. Students use resources one at a time as needed until all stations have

been completed.

3. Jigsaw Groups of Four Option- Assign each group member a reading. Students read his/

her assigned reading and share with his/her group. Students answer questions together.

4. The Ancient Greek two page notes graphic organizer that comes with the bundle can also

be used during this activity for a fill in the blank option.

Ancient Egypt Stations Teacher Notes

Geography-Physical environment and how it may influence an economy and culture.

The Nile runs through the entirety of Egypt, and it is 4160 miles long, making it the longest river in

the world. It flows north, beginning in East-central Africa, and ending when it reaches the Mediterranean

Sea. Rainfall gathered in the mountains south of Egypt is the source of the Nile’s water. The land itself, in

Egypt, is a desert (in the Sahara), and it is not very fertile. But when the Nile overflows each year, silt is

deposited in the land near the river, which makes it very fertile. Around 4000 BC, the lands near the Nile’s

banks began to become increasingly populated by farmers. Since the water levels become unpredictable

during the flooding season, Egyptians began to learn how to control the flooding by using irrigation streams,

dams, dikes, and by storing water in case of drought. Egyptian civilization and agriculture was almost

entirely dependent upon the water and silt from the Nile.

1. Adaptation: How did the Egyptians adapt to their environment to eventually create a fertile area

bordering the largest desert in the world?

2. Support with Evidence from the Text- Support the following sentence with a evidence in the form of a

direct quote from the text: The overflow of the Nile River benefited the Egyptians. Make sure to place the

sentence chosen in quotes when you write it down.

3. Draw quick sketch of the Nile River and surrounding bodies of water. Label the Mediterranean Sea, the

Red Sea and upper/lower Egypt.

Geography Of Ancient Egypt

Copyright © 2014 Instructomania Pavlovich

Economy-How a civilization makes money through the buying and selling of goods and services.

The economy of Egypt was largely dependent upon the surplus grains they were able to grow

from the water and silt of the Nile. With these grains, mainly wheat and barley, they traded with

cities and travelers up and down the Nile, and with traders from southwestern Asia. The Nile River

was used to transport goods north and south, and Egyptian sailboats even allowed them to travel

against the current of the river. During the Middle Kingdom (2040 BC-1786 BC), Egyptian trade be-

gan to expand further into southwestern Asia, eastern Africa, and the eastern Mediterranean re-

gion. Egypt had grains and minerals, but they had to trade with other regions to get copper, iron,

and wood, which were needed for metal work and building. Trade was often very dangerous, as

robbers and pirates were a regular threat.

1. Support with Evidence from the Text-Support the following sentence with a evidence in the form of a

direct quote from the text: The Nile River was an excellent source for the transportation of goods. Make

sure to place the sentence chosen in quotes when you write it down.

2. What types of goods were trade in Egypt?

3. In what way was trade dangerous in Egypt?

The Economy Of Ancient Egypt


Achievements-The lasting contributions of a civilization.

Egypt is still notable for a number of lasting achievements. They were the world’s first

nation-state, and many of their massive pyramids and monuments (such as the sphinx) have

survived thousands of years. Egyptians created paper from a plant called papyrus which

grows along the Nile River. Coupled with paper, their form of writing, called hieroglyphics,

allowed for them to keep detailed records and administer a huge empire. And their agricul-

tural and irrigation techniques were a huge advancement in farming. With the Nile River play-

ing a major role in the lives of the Egyptians, building ships was a big part of their technology.

They originally built small boats from papyrus reeds, but later began to build large ships from

cedar wood imported from Lebanon.

1. Describe 3 achievements of the Egyptians.

2. Which two achievements enabled the ability for Egyptians to keep records.

3. TRY IT! Write your first name in Egyptian hieroglyphs.

Achievements Of Ancient Egypt


Social Class-How a civilization is divided into classes that have different roles, responsibilities and privileges.

Egyptian society was broken into a number of classes, with the Pharaoh at the top of the

hierarchy. Royal family members, priests, and nobles made up the class below the Pharaoh.

Below them was the class of craft workers, scribes (writers), and merchants. The most

common class of Egyptians were farmers and unskilled workers. At the bottom of society

were slaves, however they did have some rights and opportunities for advancement. Only a

small portion of Egyptians lived in cities, with about 95% living in agricultural farming areas.

Women were respected and able to own land and businesses, but men generally made up

the government and workforce. Women were generally expected to take care of household

work and raise children.

Social Classes Of Ancient Egypt


1. Categorize-Create a five tier pyramid of power on

your paper with the people who had the most pow-

er at the top and those with the least power at the

bottom.

2. Describe two important rights that woman had.

Religion-A belief system that influences the development of a civilization.

Because of the difficulty to predict the flooding of the Nile, Egyptian religion began to

develop gods based upon the elements and nature. The most prominent gods worshipped

were Hapi, the flood god, Ra, the sun god, Horus, the sky god, and Osiris, the god of the after-

life. Egyptian cities often had unique gods that were only worshipped there, but when a city

rose to prominence, its gods often became worshipped all through Egypt. Because Egyptians

believed that there was an afterlife, mummies became an important part of their religion.

They believed you could take your body, and the possessions that were buried with you, into

the afterlife. Because of this belief they thought it was important to preserve one’s body as

much as possible after death. Mummification allowed for this. Egyptian kings spread the be-

lief that they were living gods, and the pyramids were built to house their dead bodies and

processions.

1. Why do you think the Egyptians created nature based gods?

2. Polytheism- List 3 gods and his/her power.

3. Support with Evidence from the Text-Support the following sentence with a evidence in

the form of a direct quote from the text: The pyramids were built for religious reasons.

Make sure to place the sentence chosen in quotes when you write it down.

Religion Of Ancient Egypt


Leadership/ Government- How a civilization creates an organized way of leadership.

Around 3100 BC, there were two separate kingdoms in Egypt, Upper Egypt and Lower Egypt. Soon

afterwards, King Narmer (from Upper Egypt) united the two kingdoms. When the unification happened, it

became the world’s first ever nation-state. King Narmer was the first king of Egypt’s first dynasty, and there

would be 30 more dynasties after him. The king controlled all of Egypt, but assigned governors to certain

regions to help him rule. There were three era’s, the Old Kingdom (2700 BC-2200 BC), the Middle Kingdom

(2100 BC-1800BC), and the New Kingdom (1500 BC-1000Bc). The Old Kingdom was a long, politically stable,

prosperous period for ancient Egypt. Government was organized into one central leader or Pharaoh. The

Pharaoh was credited with supernatural powers, his authority virtually absolute. Even after death the

Pharaoh was expected to mediate between gods and humans. For this reason, the preparation for his

afterlife, the building of elaborate burial sites, was vitally important. A civil war ended the Old Kingdom, but

Egypt reunited to begin the Middle Kingdom, which was a prosperous time for the nation. Egypt conquered

Nubia to the south, and built forts along the Nile and at the Delta to protect the region. The Middle Kingdom

ended when the militarily superior Hyksos began to settle in Northern Egypt. The Hyksos took over Lower

Egypt and ruled for a century. The Egyptians caught up to the military power of the Hyksos and reunited

Upper and Lower Egypt; this began the New Kingdom. Egypt had mostly male Pharaohs, but also some

female ones, such as Hatshepsut. She was able to increase the size and power of Egypt. After her rule,

Thutmose III expanded Egypt to its largest size. Then Ramses the Great took power and made Egypt very

prosperous, in addition to building extravagant temples all over the kingdom. However, around 1215 BC,

Egypt began its decline, and was only able to remain united until about 1075 BC.

1. Create a timeline beginning in 3100 BC extending to 1215 BC. Beneath the date, write a title and briefly

describe a detail that happened in each era. Include the following dates: 3100 BC, 2700 BC, 2100 BC,

1500 BC, 1215 BC.

Government in Ancient Egypt

Copyright © 2014 Instructomania Pavlovich Copyright © 2014 Instructomania Pavlovich

3100 BC King Namer United Egypt

The king unified both upper and

lower Egypt. He became the king

of the first dynasty.

Geography of Ancient Egypt

1. Adaptation: How did the Egyptians adapt to their environment to eventually create a fertile area border-

ing the largest desert in the world ?_________________________________________________________

_________________________________________________________________________________________

1. Support with Evidence from the Text- Support the following sentence with a evidence in the

form of a direct quote from the text: The overflow of the Nile River benefited the Egyptians. Make


________________________________________________________________________________

______________________________________________________________________________________

2. Draw quick sketch of the Nile River and surrounding bodies of water. Label the Mediterranean Sea, the

Red Sea and upper/lower Egypt.

Economy in Ancient Egypt


direct quote from the text: The Nile River was an excellent source for the transportation of goods. Make


___________________________________________________________________________________

_________________________________________________________________________________________

2. What types of goods were trade in Egypt?

________________________________________________________________________________________

3. In what way was trade dangerous in Egypt?

__________________________________________________________________________________

Ancient Egypt Questions


Ancient Egypt Questions

Social Classes of Egypt

1. Describe two important rights that woman had.

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Categorize-Create a five tier pyramid of power on your paper with the people who had the most power

at the top and those with the least power at the bottom.

Achievements of Ancient Egypt

1. Describe 3 achievements of the Egyptians.

__________________________________________________________________________________________________

2. Which two achievements enabled the ability for Egyptians to keep records.

__________________________________________________________________________________________________

3. TRY IT! Write your first name in Egyptian hieroglyphs.

________________________________________________________________________________________________

__________________________________________________________________________________________________


Ancient Egypt Questions Religion in Ancient Egypt

1. Why do you think the Egyptians created nature based gods?

_________________________________________________________________________________________

2. Polytheism- List 3 gods and his/her power.

_________________________________________________________________________________________


direct quote from the text: The pyramids were built for religious reasons. Make sure to place the sentence

chosen in quotes when you write it down.

_________________________________________________________________________________________

_________________________________________________________________________________________

Government of Ancient Egypt

1. Create a timeline beginning in 3100 BC extending to 1215 BC. Beneath the date, write a title and briefly

describe a detail that happened in each era. Include the following dates: 3100 BC, 2700 BC, 2100 BC,

1500 BC, 1215 BC.

3100 BC

_____________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

2700 BC

_____________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

2100 BC

_____________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1500 BC

_____________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1215 BC _____________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Geography Station

Economy Station

Government

Station

Achievements

Station

Social

Classes

Religion Station

Blank for instructor to write in if a station is added.

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Student Centered & common Core Ancient Egypt … Ancient Egypt Reading Stations with Activity Options & Common Core Questions Student Centered & common Core Ancient Egypt ... Jigsaw